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The school closures due to the COVID-19 pandemic have had significant side effects, particularly on the psychological well-being of pupils. This situation poses great challenges for teachers in schools. At the same time, teacher education students have to be prepared for this situation by being trained to deal with difficult situations and pupils with symptoms of psychological disorders. Furthermore, they need to adequately address the increasing heterogeneity in terms of their pupils' learning standards. To meet these challenges, the teaching project "CaBire" was called into being. As part of this project, teacher education students first receive theoretical input to act as socio-psychological coaches for children. After the training phase, students offer support to pupils at schools. This practical phase is accompanied by coaching-supervision seminars led by psychology teachers at the university. Both the practical phase, as well as the accompanying seminars at the university can be credited to teacher education students' studies. Here we report a good-practice example and an evaluation of this teaching concept based on data of a mixed-method design. The results are promising and point towards a beneficial program for both teacher education students and pupils. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has had a well-evidenced impact on adolescents, who are especially sensitive to pandemic disruptions given the critical role of socialization in their development. In Chile too, evidence shows increases in mental health complaints among adolescents over the lockdown period. Our study aimed at exploring the experiences of Chilean adolescents regarding their mental health during the lockdown and school closure (March 2020-December 2021), and during the return to on-site education (2022) as informed by adolescents and school staff, with a focus on family, school, and social sources of risk and support for adolescents' wellbeing during these periods. Methods: Using a qualitative approach, we conducted semi-structured interviews with 19 adolescents and 16 staff members from schools in an urban area of Chile. Results: Through thematic analysis, we generated five themes: [1] Adolescents in a mental health crisis, comprising a range of distressing experiences and mental health problems. This crisis was fueled by alterations in the functioning of adolescents' systems: [2] Broken support systems (peers and school); [3] The school agenda must go on, reflecting schools' strict compliance with the educational curriculum; and [4] Blurred boundaries between home and school life and within the family. Finally [5], Development will (try to) find its way describes how most participants experienced a bouncing back to wellbeing in the course of the school year upon return, and how some developmental milestones took place despite the abnormal conditions, providing evidence for resilience amid pandemic adversity. Conclusions: The findings give insight into how the exchanges between the adolescent and the social systems they are embedded in were interfered. The results help us understand the challenges for mental health during and after the pandemic, and highlight adolescents' capacity to thrive as normality was restored. The results also underscore the importance of upholding stability across adolescents' systems and routines, in order to mitigate impacts on wellbeing amid abnormal circumstances. The findings are relevant for development-informed initiatives in policy design in the aftermath of the pandemic and in future crisis management responses. [ABSTRACT FROM AUTHOR]

Background The Government of India undertook several measures for COVID-19 pandemic, of which school closure was one. This led to sudden shift of teaching methods from classroom-based to online mode. This study aimed to understand the effects of school closure on children during lockdown period. Methods This was a community-based qualitative study conducted in Faridabad District, Haryana, India, from January 2022 to February 2022. Two focus group discussions (FGDs) with school students of 8th standard and above and two FGDs with parents of school students below 8th standard were conducted. In-depth interviews were conducted with two school headmasters, two teachers, a Senior Medical Officer (SMO), District Education Officer (DEO), and District Elementary Education Officer (DEEO). Responses were recorded, transcribed, and reviewed to identify themes, and thematic analysis was done. Four major themes were framed—academic, physical, behavioral, and psychosocial. Results Decreased academic performance, teacher-student interaction, and distraction from the study were found in academic domain. There was reluctance to go back to school reopening. Low physical exercise, irregular sleep cycles meal skipping, and increased screen time were noticed. Limited mid-day meal nutrition was available. Increased fear, anxiety, and loneliness were faced along with an increase in household quarrels and violence. An increase in the number of child marriages was also reported. Few students had positive impacts like improvement in hygiene practices, learning new hobbies, and skills. Conclusion School closure had impact on the physical, mental, socio-behavioral, and academic aspects of school-going children. In case of similar events in the future, these impacts must be kept in mind by policymakers to achieve a balance between effective pandemic control and fruitful childhoods.

Objective: The objective of the study is to examine the impact of school closures on recreational screen time, emotional, and behavioral functioning of school-going children and adolescents during the imposition of social containment measures and school closure in India. Methodology: The survey utilized a Google Form that was sent to parents of children aged 6–14 years through e-mails and social media platforms. Parents were asked to report on the child’s duration of recreational screen time and whether the child’s overall behavioral functioning had changed since the school closures. The child’s emotional and behavioral functioning was assessed by the Strength and Difficulties Questionnaire (SDQ). The scores on the SDQ and screen time use were compared by overall parental behavioral rating to identify the areas of concerns for children whose functioning was reported to have worsened after the closing of schools. Results: The mean recreational screen time was reported to be 2.65 h (standard deviation = 1.89). A significantly higher proportion of children whose behavior worsened after school closures, relative to those who improved or were same, had scores in the abnormal range of functioning on three of the subscales of SDQ including emotional problems (χ² = 29.03, P = 0.0001), hyperactivity/inattention (χ² = 24.67, P = 0.0001), conduct problems (χ² = 22.01, P = 0.0001), and overall total SDQ score (χ² = 41.20, P = 0.0001). Conclusions: Interventions should be aimed at encouraging outdoor physical activity while respecting government restrictions, healthy routines, pursuing hobbies, and promoting responsible use of electronic devices during the pandemic and crisis recovery period.

The study was carried out to determine the disciplinary problems students experienced on returning to school after the pandemic. This is a case study, one of the qualitative research designs conducted with five principals working in high schools in Turkey, who volunteered to participate in the research in the first semester of the 2021–2022 academic year. Principals were selected according to the snowball sampling method. In the research, disciplinary problems were handled as personal, against friends, and disorganizing problems. When the reasons for disciplinary problems are examined, they are psychological, technological, social-emotional, familial, academic, and school orders. The measures by principals taken are reward-punishment and positive language and approaches. [ABSTRACT FROM AUTHOR]

Abstract Background The COVID-19 pandemic has significantly impacted education systems worldwide, with Brazil being one of the countries with the longest school closures. Over a million children and teenagers have been affected, leading to increased hunger and nutritional deficiencies. This study aimed to implement long-term surveillance of SARS-CoV-2 infections in public and private schools in Campo Grande, Brazil, after returning to in-person classes. Methods The study involved testing and genomic surveillance at 23 public and private schools in Campo Grande, Mato Grosso do Sul, Brazil, from October 18, 2021 to November 21, 2022. The participants eligible for enrollment were students aged 6–17 years and staff members from school institutions. At the time of collection, participants were asked if they had symptoms in the last two weeks. Whole-genome sequencing of SARS-CoV-2 was conducted to identify circulating variants and to compare them with those detected in the municipality. The demographic data and clinical history of the participants were described, and a logistic regression model was used to understand how the RT-qPCR results could be related to different characteristics. Results The study included 999 participants, most of whom were women. A total of 85 tests were positive, with an overall positivity rate of 3.2%. The dynamics of case frequency were consistent with those observed in the municipality during the study period. The most common symptoms reported were cough, rhinorrhea, headache, and sore throat. Symptoms were significantly associated with SARS-CoV-2 infection. Eleven lineages were identified in school community samples, with a frequency of occurrence per period similar to that found in the sequences available for the municipality. The most prevalent lineages within the sampling period were BA.2 (59.3%) and BA.5 (29.6%). Conclusions Our findings demonstrate that schools can play a crucial role in epidemiological surveillance, helping trigger rapid responses to pathogens such as SARS-CoV-2. Long-term surveillance can be used to track outbreaks and assess the role of children and adults in transmission. It can also contribute to pandemic preparedness, enabling a rapid response to emergencies, such as COVID-19.

Voters in rural and peripheral areas have increasingly turned away from mainstream parties and towards right‐wing populist parties. This paper tests the extent to which political decisions with adverse local effects—such as school and hospital closures—can explain this electoral shift. I theorize that political decisions such as these substantiate a perception of a disconnect between "ordinary" people and the politicians in power in day‐to‐day experiences. Using data on 315 school closures and 30 hospital closures in Denmark from 2005 to 2019 in a generalized difference‐in‐differences design, I find that mayors lose about 1.6 percentage points of the valid votes in areas where they close a school. Furthermore, I find that right‐wing populist parties increase their support in both local and national elections when a local school or hospital is closed. These findings provide insight into the electoral consequences of political decisions with adverse local effects and thus contribute to our understanding of the rise of right‐wing populism. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic has significantly impacted education systems worldwide, with Brazil being one of the countries with the longest school closures. Over a million children and teenagers have been affected, leading to increased hunger and nutritional deficiencies. This study aimed to implement long-term surveillance of SARS-CoV-2 infections in public and private schools in Campo Grande, Brazil, after returning to in-person classes. Methods: The study involved testing and genomic surveillance at 23 public and private schools in Campo Grande, Mato Grosso do Sul, Brazil, from October 18, 2021 to November 21, 2022. The participants eligible for enrollment were students aged 6–17 years and staff members from school institutions. At the time of collection, participants were asked if they had symptoms in the last two weeks. Whole-genome sequencing of SARS-CoV-2 was conducted to identify circulating variants and to compare them with those detected in the municipality. The demographic data and clinical history of the participants were described, and a logistic regression model was used to understand how the RT-qPCR results could be related to different characteristics. Results: The study included 999 participants, most of whom were women. A total of 85 tests were positive, with an overall positivity rate of 3.2%. The dynamics of case frequency were consistent with those observed in the municipality during the study period. The most common symptoms reported were cough, rhinorrhea, headache, and sore throat. Symptoms were significantly associated with SARS-CoV-2 infection. Eleven lineages were identified in school community samples, with a frequency of occurrence per period similar to that found in the sequences available for the municipality. The most prevalent lineages within the sampling period were BA.2 (59.3%) and BA.5 (29.6%). Conclusions: Our findings demonstrate that schools can play a crucial role in epidemiological surveillance, helping trigger rapid responses to pathogens such as SARS-CoV-2. Long-term surveillance can be used to track outbreaks and assess the role of children and adults in transmission. It can also contribute to pandemic preparedness, enabling a rapid response to emergencies, such as COVID-19. [ABSTRACT FROM AUTHOR]

This paper compares approaches to accountability in US charter schools and English academies. We examine the development and main characteristics of these two types of schools before assessing how they are accountable, to whom, and for what. Drawing on both primary and secondary sources, we explore the consequences of the accountability mechanisms in each jurisdiction. Our comparative analysis assesses the different and multiple forms of accountability to which charter schools and academies are subject. We discuss the similarities that exist in the two jurisdictions, albeit that the most consequential sanctions – closure of charter schools and transfer of academies – differ between countries. The final section concludes and highlights policy implications. [ABSTRACT FROM AUTHOR]

To curb the spread of the coronavirus, almost all countries implemented nationwide school closures. Suddenly, students experienced a serious disruption to their school and social lives. In this article, we argue that psychological research offers crucial insights for guiding policy about school closures during crises. To this end, we review the existing literature on the impact of school closures during the COVID-19 pandemic on children's learning and mental health. We find that the unprecedented scale and length of school closures resulted in a substantial deficit in children's learning and a deterioration in children's mental health. We then provide policy recommendations on how to ensure children's learning and psychosocial development in the future. Specifically, we recommend that more attention should be paid to students from marginalized groups who are most in need of intervention, evidence-informed and personality-tailored mental-health and social- and emotional-learning programs should be implemented in schools, and generational labels should be avoided. [ABSTRACT FROM AUTHOR]

Loneliness is associated with various negative mental and physical health outcomes. Studies on factors associated with loneliness can inform its early screening and prevention. However, little is known about what factors are associated with loneliness among Chinese young children. The present study aimed to identify the various loneliness-associated factors (demographic, personal, school-related, and family-related) among primary school students in Hong Kong. A total of 258 students and their parents from six primary schools in Hong Kong completed an online anonymous survey from June to October 2020. Loneliness (i.e., UCLA Loneliness Scale 3 total score ≥ 3) was reported by 14% of the students. Multivariable mixed effects logistic regression suggested loneliness was positively associated with a lower happiness level at school, poorer independence skills, a lower level of satisfaction with parents, and lower child-rearing expenditure. There was no clustering effect of school on the associations. The current study found important demographic, personal, school-related, and family-related factors of loneliness among school-age children, with caution suggested in their interpretation considering the cross-sectional nature of this study. Future studies with a larger sample, preferably longitudinal ones, are needed to substantiate these associations and uncover their underlying mechanisms. [ABSTRACT FROM AUTHOR]

Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and new managerialism to make sense of the competing accounts surrounding a non-renewal process. We find four areas of tension, in which district officials subscribe to new managerialist authorizing styles that leave little room for participation from the Black and low-income school community. We conclude with recommendations for how districts can partner with communities to work toward frameworks of accountability that value the goals of multiple stakeholder groups. [ABSTRACT FROM AUTHOR]

We examined the consequences of the Coronavirus pandemic on the psychosocial, behavioral, and cognitive functions of Arab Israeli children aged 3–12 years. The findings of an online cross-sectional survey indicated that, as reported by the parents (N = 267), during the Coronavirus pandemic, most of the children expressed more behavioral and concentration problems. Almost 85% of the children felt more bored, and more than 50% were sadder, more reluctant, more frustrated, and felt lonely. Moreover, almost half of the children had sleep difficulties and tended to eat more than before. Boys and elementary school children were more vulnerable. The findings highlight the susceptibility of the children to the psychosocial consequences of Coronavirus and underline the need for interventions. [ABSTRACT FROM AUTHOR]

Children faced many challenges due to the COVID-19 pandemic and the school closure policies that were implemented to combat it. When justifying closures, governments had to decide how to frame children's vulnerability, as their decisions protected children from some harms while forcing them to endure others. Children are typically framed as vulnerable to justify implementing protective policies but given that these protective policies came with severe consequences for children, it was not an inherently appropriate framing in this case. This study compares the press releases about school closures produced by the Victorian and New South Wales state governments to examine how they framed children's vulnerability and how this positioned their obligation to protect children. It concludes that even though school closures were protective policies, neither government framed children as particularly vulnerable. This is likely explained by the fact that many of the consequences of school closures were harmful to children, so emphasising their vulnerability may have made it harder to retain public support for these policies. [ABSTRACT FROM AUTHOR]

This longitudinal study aimed to analyze the evolution of patterns of daily activities (physical activity time, screen usage time, and sleep hours) in European youth during school closure due to the COVID-19 health crisis. Participants were 624 caregivers of children and adolescents aged 3–18 from Italy, Spain, and Portugal. Evaluations were online, and four time-points were considered: retrospective measurement of daily activities before confinement (T1), and two (T2), five (T3), and eight (T4) weeks after starting the lockdown. Generally accepted international guidelines on physical activity time, screen usage time, and hours of sleep by age group were used to determine whether the pattern might increase the risk for ill health or not. To estimate the evolution of daily activities, generalized estimating equations (GEE) were used. The percentage of children who practiced less than 60 min of daily exercise increased significantly from before home confinement (47.8%) to T2 (86.4%); it slightly decreased at T3 (79.8%), and remained stable at T4 (76.1%). The percentage of children who made excessive use of screens (according to their age group) significantly increased from T1 to T2 and remained stable and high in the rest of the evaluations. The percentage of children who slept fewer or more hours than recommended for their age group remained stable between T1 and T4, although there was a significant increase at T3. In general, results found unhealthier behaviors as confinement was extended. Results are discussed in order to find strategies for promoting healthy daily activities for future pandemics. [ABSTRACT FROM AUTHOR]

This article contributes to the development of systematic knowledge relating to equity policies during a pandemic. Based on Didier Fassin’s conception of biopolitics as a theoretical framework, the study makes use of critical discourse analysis to examine the school closure policies of two EU countries (Sweden and Spain) and one non-EU country (Argentina) during the recent COVID pandemic. The study examines official documents, reports and statistical data concerning to the decision to close and reopen schools in Argentina, Spain and Sweden from March 2020 to June 2021. The policies of closing or opening schools during the pandemic have functioned as forms of governance of both the life and death of citizens in each of the three societies. Additional resources for vulnerable groups, or increased individual and digital pedagogical support, are examples of some of the equity measures implemented by the three countries to address the negative consequences of the pandemic.

In January 2018, the mayoral-controlled Hartford Board of Education voted to officially close four mostly Black and Latinx schools as part of a district reorganization for “excellence.” This decision followed a decade of market-oriented reforms of school choice and closure promoted as a reform lever to improve academic achievement in a district under a school desegregation order and settlement. As part of a broader case study, this article draws on framing theory and the concept of accumulation by dispossession in order to compare stakeholder responses to the proposed closure of two schools in Hartford, Connecticut, at a moment of shifting public funds towards urban redevelopment. This article argues that stakeholders’ framing of responses connected to the form of school closure and their frame resonance, or effectiveness to connect with each other and the audience, related to status and identity in the district. This study supports the need for deeper understanding of how families, educators, and community partners experience school closures in urban contexts and how these groups provide alternatives to permanent school closure. The study also notes a particular form of school closure: desegregation by dispossession.

Introduction: National health policies to stop the spread of the COVID-19 virus in the US resulted in widespread school closures and disrupted learning in Spring 2020. Methods: This study draws on unique individual-level data from n  =  282 5–12 year olds enrolled in the NIH Environmental influences on Child Health Outcomes (ECHO) Research Program to investigate associations between caregiver-reported duration of Spring 2020 learning disruptions and academic achievement. Results: Linear regression analyses estimated that children who experienced more than 4 weeks of instruction disruptions in Spring 2020 scored 4.5 points [95% CI: −8.77, −0.22] lower on age-normed math assessments compared to peers who had four or fewer weeks of disruption, adjusting for sociodemographic variables, pre)pandemic vocabulary, and COVID-19 family hardships and stress. No differences were found for reading. Children whose caregivers had higher levels of pandemic)related traumatic stress and lower educational attainment also had lower math scores, adjusting for all other covariates. Discussion: Results suggest educators and schools focus additional attention on supporting math instruction for children who experienced extended learning disruptions. [ABSTRACT FROM AUTHOR]

Objective: The objective of the study is to examine the impact of school closures on recreational screen time, emotional, and behavioral functioning of school-going children and adolescents during the imposition of social containment measures and school closure in India. Methodology: The survey utilized a Google Form that was sent to parents of children aged 6--14 years through e-mails and social media platforms. Parents were asked to report on the child's duration of recreational screen time and whether the child's overall behavioral functioning had changed since the school closures. The child's emotional and behavioral functioning was assessed by the Strength and Difficulties Questionnaire (SDQ). The scores on the SDQ and screen time use were compared by overall parental behavioral rating to identify the areas of concerns for children whose functioning was reported to have worsened after the closing of schools. Results: The mean recreational screen time was reported to be 2.65 h (standard deviation = 1.89). A significantly higher proportion of children whose behavior worsened after school closures, relative to those who improved or were same, had scores in the abnormal range of functioning on three of the subscales of SDQ including emotional problems (χ² = 29.03, P = 0.0001), hyperactivity/inattention (χ² = 24.67, P = 0.0001), conduct problems (χ² = 22.01, P = 0.0001), and overall total SDQ score (χ² = 41.20, P = 0.0001). Conclusions: Interventions should be aimed at encouraging outdoor physical activity while respecting government restrictions, healthy routines, pursuing hobbies, and promoting responsible use of electronic devices during the pandemic and crisis recovery period. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a national survey of over 3400 teachers across all phases of education in England, 10 weeks into school closure. In this paper we report on the teachers' experiences and their testimonies of the effects of the lockdown on their wellbeing as they navigate the situation, trying to cope with teaching and adjusting to the use of new technology to deliver lessons in the confines of their home. We present their voices as they related their experiences and emotions in real time as the event unfolded. Teachers reported an increased workload with a proportionately large amount of time spent on administrative duties and planning, but less on actual teaching. On average, these teachers spent 15 h a week marking during the lockdown. Under half of the respondents said they felt happy and cheerful often, while only 17% said they did not feel this way often. Almost all teachers said they felt that what they were doing was important and worthwhile. The most common emotions expressed by teachers were fear, isolation, neglect, anxiety, and confusion. The inconsistency and lack of clarity of government guidelines added to teachers' anxiety. The negative media portrayal of teachers did not help. The majority of teachers reported little previous experience in online teaching and only a quarter were confident in using edtech to deliver remote teaching. Only a third of teachers said they were adequately supported for online teaching. This has implications for future teacher development and initial teacher training. However, there were equally numerous positive experiences reported by teachers. Active support from parents and consistent school-home communication were seen as important in ensuring students' continued engagement with learning. These lessons are beneficial in supporting the long-term sick and school refusers post-lockdown. [ABSTRACT FROM AUTHOR]

Using data collected through a structured telephone-based survey in north-western Bangladesh during the height of the pandemic, we present evidence on the effects of household specific shocks on rural children induced by the COVID-19 lockdowns. We focus on three child-related outcomes: time use of children during school closures, plans regarding children's future schooling, and the incidence of child marriages. We find that respiratory illness and job loss experienced in the household lowered expectations of a child's future school continuation and increased the probability of marriage-related discussions for girls. The return of a male migrant led to a reduction of children's time spent doing paid work, while the return of a female migrant led to a reduction in children's time spent caring for others and doing household chores. Our findings offer a cautionary tale regarding the potential long-term effects of the pandemic and school closures on girls in developing countries. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study is to determine whether the lockdown during the Covid-19 Pandemic has affected the lifestyle, BMI(Body Mass Index) and the level of obesity in obese and non-obese children. Methods: This study is a descriptive cross-sectional study. The study population consisted of 89 individuals diagnosed with obesity, who were followed-up in Ankara University School of Medicine Children's Hospital, and 79 volunteers who were not diagnosed with obesity. A structured questionnaire was administered to the participants after obtaining their consent. In addition, medical records of the participants were scanned. In the data, continuous variables were expressed as mean (x) ± standard deviation (SD) and discrete variables were expressed as counts (n) and percentages (%). The mean height, height SD, body weight, BMI, BMI SD, RBMI values of the participants before the pandemic and during the lockdown were compared. Findings: During the lockdown, the mean body weight of the participants increased from 67.5(±21.7) to 80.0(±24.4) in the obese group, and from 39.48(±13.8) to 46.23(±13.4) in the control group (p=0.000). The mean BMI of the participants in the obese group was 28.10 (±5.8) before the pandemic, while it was found as 30.46 (±6.7) during the lockdown with an increase of 2.36 (p=0.000). In the control group, these values were found as 18.92(±3.3) and 19.76(±3.5), with an increase of 0.84 (p=0.01). The mean RBMI of the participants in the obese group was 145.81 (±28.5) before the pandemic and 151.14 (±30.9) during the lockdown (p=0,000). The number of main meals and snacks consumed daily and the frequency of high energy food/junk food consumption increased during the lockdown in both groups, while this increase was found to be more in the obese group. In both groups, a positive correlation was found between the increase in the mean BMI value and junk food consumption, screen time and consumption of main meals, snacks and junk food. During the lockdown, the time spent in front of the screen (p<0.000) and the time spent in sleep (p=0.000) increased in both groups, while the regular exercise duration per week decreased in the obese group (p=0.000). Conclusion: The mean body weight and BMI values of the participants in the obese and control groups increased significantly during the lockdown. Similarly, it was observed that the number of main meals and snacks consumed daily and the consumption of high energy food/junk food increased during the lockdown in both groups. The closure of schools caused children to be inactive, spend more time in front of the screen, consume unhealthy foods more often and have irregular sleep patterns. It can be said that this condition facilitated weight gain especially in high-risk groups. In the sight of this study as they show in literature, school life, daily exercise levels are very important especially at pubertal period for these children. The closure because of the pandemic of covid-19 badly affected the children. [ABSTRACT FROM AUTHOR]

Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder among children, with an estimated prevalence of 1.3 per 1000 in India. The nationwide lockdown imposed due to the COVID-19 pandemic has led to the closure of schools for an indefinite period. After the reopening of schools, the lockdown period was feared to have caused a deterioration in symptoms of existing mental health conditions among school-going children. This field study aimed to probe the association of school closures due to lockdown with any change in symptoms of ADHD in aged 6–15 years in the largest tertiary care hospital in Kolkata. Methods: A longitudinal observational study was conducted involving 34 prediagnosed ADHD patients attending the Clinical Psychology outpatient department (OPD) of a tertiary hospital for follow-up. Data was collected by face-to-face interviews with the patients' parents using a predesigned, pretested structured study schedule. Conners' Parent Rating Scale (CPRS) was used to assess the ADHD symptoms. Results: Twenty-three (67.65%) patients were observed to have worsened ADHD symptoms after lockdown. Significant worsening was observed in the ADHD indicator and the mood disorder indicator. Significant contributing factors were rural residence, nuclear family, non-attendance at school, and knowledge inadequacy among parents. Conclusion: There was a significant worsening of symptoms of ADHD owing to the school closure due to the lockdown. [ABSTRACT FROM AUTHOR]

In a paper recently published in Nature Medicine, Fukumoto et al. tried to assess the government-led school closure policy during the early phase of the COVID-19 pandemic in Japan. They compared the reported incidence rates between municipalities that had and had not implemented school closure in selected periods from March–May 2020, where they matched for various potential confounders, and claimed that there was no causal effect on the incidence rates of COVID-19. However, the effective sample size (ESS) of their dataset had been substantially reduced in the process of matching due to imbalanced covariates between the treatment (i.e. with closure) and control (without closure) municipalities, which led to the wide uncertainty in the estimates. Despite the study title starting with “No causal effect of school closures”, their results are insufficient to exclude the possibility of a strong mitigating effect of school closure on incidence of COVID-19. In this replication/reanalysis study, we showed that the confidence intervals of the effect estimates from Fukumoto et al. included a 100% relative reduction in COVID-19 incidence. Simulations of a hypothetical 50% or 80% mitigating effect hardly yielded statistical significance with the same study design and sample size. We also showed that matching of variables that had large influence on propensity scores (e.g. prefecture dummy variables) may have been incomplete.

In this study, we investigated graduate students' financial security during the COVID-19 pandemic. In the Spring 2022 semester, the continued changes brought on by the precautionary measures implemented presented difficulties for both faculty and graduates. In this mixed methods study, we surveyed graduate students (N = 258) at a public research university to explore the pandemic's effects on their financial security. Through the sign test analyses, we found a significant decrease in graduate students' financial security scores during the pandemic, and particular groups of students were more susceptible to decreased financial security. The thematic analysis further explored the financial security decrease and identified inflation and economic downturns, and the suspension of work or financial support as two main challenges graduate students confronted during the pandemic. Both quantitative and qualitative findings reflected the financial stress and hardship confronted by graduate students during the pandemic. It was implied that extra financial support and consultation should be provided to students with meager stipends or student loans. The results further informed the academic community to foster the culture of care inside academia, by addressing graduate students' financial concerns properly in the post-pandemic period. [ABSTRACT FROM AUTHOR]

Drawing upon 15 semi-structured interviews with teachers at a Catholic school in the British city of Hull, we offer new qualitative insights on the effects of students' unequal access to digital tools when switching to distance learning in the context of COVID-19 school closures. During the 2020–2021 academic year, this school serving pupils from highly dissimilar socioeconomic backgrounds distributed 300 laptops to students who did not own any digital learning device. It emerges that students with limited access to devices suffered negative impacts on their academic performance, and that this effect also applied to students who had access to a mobile device and hence did not receive a laptop. Our interviews also suggest that having to share a device with another family member leads to more absenteeism and a fall in academic attainment. Low parental involvement is shown to have negative effects on students' attainment, particularly for children from deprived backgrounds. Finally, poorer students are seen to become isolated from peers, with diminishing social skills throughout lockdowns due to their lack of access to digital tools. [ABSTRACT FROM AUTHOR]

This paper studies the effect of school closures on student outcomes in the Lithuanian context. Using administrative student-level data from 2013–2017 and propensity score matching, we create a balanced sample of control and treatment groups. In contrast to other studies, we focus on students in the final years of high school, possibly eliciting the upper bar of the disruption effect. We also follow students after high school graduation, providing evidence on labour market outcomes. We find that school closure has a small, negative effect on only some exam outcomes and the probability of enrolling at a university, suggesting that the disruption effect is small even for students in the final years of high school. [ABSTRACT FROM AUTHOR]

Aiming to mitigate the COVID-19 spread, the government of Spain applied restrictive measures, like schools' closure. Although the effects of the pandemic on children's emotional well-being have been studied, there is a lack of studies examining school adjustment following the pandemic and the role that the infection has played in the adjustment process. The objective is to analyze the relationship between stressful events related to school experienced by children and their adjustment to school after the home confinement, including anxiety as a mediator variable. Participants were the parents of 219 Spanish children and adolescents aged 3 and 18 years who completed a survey about their children's anxiety (Spanish Brief Child Version of the Spence Children's Anxiety Scale), the stressful events experienced related to school (Stressful Events related to Pandemic Inventory), and the adjustment to school (Adjustment of Children after Pandemic School Closure Scale). Results showed that social distance was the most reported stressful event (87%). Having COVID-19 and experiencing bullying were directly related to a high level of anxiety. Children´s who decreased social contact and experienced bullying showed a worse adjustment to school. Anxiety was an indirect mediator of this relationship. Findings highlight the importance of supervising school adaptation and promoting strategies to prevent emotional problems when the youths are exposed to stressful situations. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has changed our lives and affected different nations in different ways. In Algeria, education has been hit hard by the lockdown as schools embarked on a total closure to stop the spread of the virus. For students and their parents, such a closure meant limited access to the support embodied in the school. This qualitative study explored the school closure experiences of parents and their children with special educational needs (SEN). Twenty-three parents and five children with SEN were recruited in the study. Data was collected by means of semi-structured interviews, using online video calling, and was analysed using thematic analysis. Six main themes emerged from the analysis of the interviews. These were: (1) the participants' emotional experience; (2) the participants' social experience; (3) children's behaviour during school closure; (4) the participants' learning experience; (5) children's new routine; (6) restarting all over again. The study findings revealed that both children with SEN and their parents experienced mental and social-emotional difficulties following the school closure. As such, the findings imply that the school climate and social landscape have a pivotal role in promoting and maintaining the students' stability and well-being. [ABSTRACT FROM AUTHOR]

This paper uses qualitative data from a survey of Higher Education students, who are also parents, to reveal changing attitudes towards, and perceptions of, education during the pandemic school closures in England. Thematic analysis reveals the stresses of 'homeschooling' and how parents reacted and adapted to these, including adjusting ideas around education. This adaptation mirrors the changing attitudes of parents found in pre-pandemic home education. The paper suggests that post pandemic education could be enriched by taking forward some of these ideas, particularly greater flexibility, personalisation and child autonomy in education. [ABSTRACT FROM AUTHOR]

Purpose -This study aims to explore the missing learning phenomenon due to school closures during the COVID-19 pandemic in preschool settings from teachers' perspectives in Selangor, Malaysia. Related studies have shown that missing learning phenomena from different settings leads to delayed literacy development and raises the risk of dropping out among children. There is a lack of in-depth documentation on the missing learning phenomenon among preschoolers exploring the socioecology of preschool settings in a local context. Methodology -This research employed a case study approach. In-depth interviews were conducted with six preschool teachers from Selangor, Malaysia, using an inductive approach for a holistic understanding of the missing learning phenomenon during the COVID-19 pandemic. The data were analyzed using Computer Assisted Qualitative Data Analysis Software (CAQDAS), NVivo version 12 software, which mapped the findings to understand further the ecosystem behind the preschoolers' absence of learning during the COVID-19 pandemic. Findings - Three major themes were revealed from the data: the missing learning demographic, socioecological factors, and mitigation plans. Several sub-themes (the compensative learning solutions, the demographic of impacted people, the delayed progress, teachers' readiness to facilitate online learning, engagement towards online learning, revised syllabus, personalized learning, and parental involvement) are classified under the respective major themes. Several main categories also emerged from the themes: lack of experiences and technology-pedagogical knowledge, unavailable online modules, low readiness to utilize online learning, unsupportive family climate, and accessibility. Learning intervention and online engagement with pupils during the pandemic are crucial in ensuring a successful continuous education. Significance - There is also a need for comprehensive remote instructional modules that consider socioecological actors - parents and home climate; in the future and the enhanced instructional technology competency among preschool teachers. [ABSTRACT FROM AUTHOR]

The post-COVID The Great Online Transition requires more support for teaching with information and communications technology (ICT) than ever. The present study investigated teachers’ psychological (perceived preparedness for distance education) and behavioural (frequency of teacher – student contact) adaptations to distance education in relation to job (training, collaboration, and equipment) and personal (self-efficacy) resources in the area of ICT during the first wave of school closings in 2020. We surveyed 1103 teachers in German-speaking regions via newsletters and X (formerly Twitter). Results from the recursive path model showed that all job resources were positively associated with teachers’ perceived preparedness, but the actual frequency of contact was only significantly related to ICT collaboration. Lastly, ICT self-efficacy mediated the associations between job resources and teachers’ adaptations. Our findings highlighted policymaking and school administration applications in which focus should be placed on fostering ICT resources, particularly collaboration. [ABSTRACT FROM AUTHOR]

In a paper recently published in Nature Medicine, Fukumoto et al. tried to assess the government-led school closure policy during the early phase of the COVID-19 pandemic in Japan. They compared the reported incidence rates between municipalities that had and had not implemented school closure in selected periods from March–May 2020, where they matched for various potential confounders, and claimed that there was no causal effect on the incidence rates of COVID-19. However, the effective sample size (ESS) of their dataset had been substantially reduced in the process of matching due to imbalanced covariates between the treatment (i.e. with closure) and control (without closure) municipalities, which led to the wide uncertainty in the estimates. Despite the study title starting with “No causal effect of school closures”, their results are insufficient to exclude the possibility of a strong mitigating effect of school closure on incidence of COVID-19. In this replication/reanalysis study, we showed that the confidence intervals of the effect estimates from Fukumoto et al. included a 100% relative reduction in COVID-19 incidence. Simulations of a hypothetical 50% or 80% mitigating effect hardly yielded statistical significance with the same study design and sample size. We also showed that matching of variables that had large influence on propensity scores (e.g. prefecture dummy variables) may have been incomplete.

IntroductionNational health policies to stop the spread of the COVID-19 virus in the US resulted in widespread school closures and disrupted learning in Spring 2020.MethodsThis study draws on unique individual-level data from n = 282 5–12 year olds enrolled in the NIH Environmental influences on Child Health Outcomes (ECHO) Research Program to investigate associations between caregiver-reported duration of Spring 2020 learning disruptions and academic achievement.ResultsLinear regression analyses estimated that children who experienced more than 4 weeks of instruction disruptions in Spring 2020 scored 4.5 points [95% CI: −8.77, −0.22] lower on age-normed math assessments compared to peers who had four or fewer weeks of disruption, adjusting for sociodemographic variables, pre-pandemic vocabulary, and COVID-19 family hardships and stress. No differences were found for reading. Children whose caregivers had higher levels of pandemic-related traumatic stress and lower educational attainment also had lower math scores, adjusting for all other covariates.DiscussionResults suggest educators and schools focus additional attention on supporting math instruction for children who experienced extended learning disruptions.

Abstract Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as schools shut down to mitigate the spread of the disease. Although some research has explored disparities between students with and without disabilities during the pandemic, limited research has explored this issue from the perspective of students across multiple countries. Therefore, we conducted a secondary analysis of the UNESCO Responses to Educational Disruption Survey student questionnaire administered to eighth graders in five countries to investigate changes in the educational experiences of students with disabilities during COVID-19 school disruptions and differences between these experiences and the experiences of students without disabilities during these disruptions. Specifically, we aimed to understand how students with disabilities’ perceptions of their educational experiences changed during disruptions and varied from those of students without disabilities. Contrary to previous research, our findings revealed that students with disabilities generally reported positive experiences to a greater extent than students without disabilities. We discuss the implications of these findings and areas for future research beyond the COVID-19 pandemic.

BACKGROUND: Strategies to control coronavirus 2019 disease (COVID-19) have often been based on preliminary and limited data and have tended to be slow to evolve as new evidence emerges. Yet knowledge about COVID-19 has grown exponentially, and the expanding rollout of vaccines presents further opportunity to reassess the response to the pandemic more broadly. MAIN TEXT: We review the latest evidence concerning 10 key COVID-19 policy and strategic areas, specifically addressing: 1) the expansion of equitable vaccine distribution, 2) the need to ease restrictions as hospitalization and mortality rates eventually fall, 3) the advantages of emphasizing educational and harm reduction approaches over coercive and punitive measures, 4) the need to encourage outdoor activities, 5) the imperative to reopen schools, 6) the far-reaching and long-term economic and psychosocial consequences of sustained lockdowns, 7) the excessive focus on surface disinfection and other ineffective measures, 8) the importance of reassessing testing policies and practices, 9) the need for increasing access to outpatient therapies and prophylactics, and 10) the necessity to better prepare for future pandemics. CONCLUSIONS: While remarkably effective vaccines have engendered great hope, some widely held assumptions underlying current policy approaches call for an evidence-based reassessment. COVID-19 will require ongoing mitigation for the foreseeable future as it transforms from a pandemic into an endemic infection, but maintaining a constant state of emergency is not viable. A more realistic public health approach is to adjust current mitigation goals to be more data-driven and to minimize unintended harms associated with unfocused or ineffective control efforts. Based on the latest evidence, we therefore present recommendations for refining 10 key policy areas, and for applying lessons learned from COVID-19 to prevent and prepare for future pandemics.

Abstract Background The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of individuals developing eating disorders and has exacerbated existing eating disorders. This observational study investigated the impact of the COVID-19 pandemic on patients with clinical and subclinical eating disorders. Methods This study was conducted over a period of four years: two years before and after the onset of the COVID-19 pandemic in Japan. We recorded the number and types of consultations provided by the Eating Disorder Treatment and Support Center coordinator. For subgroup analysis, data were classified by age, body mass index, and source of consultation, including patients, families, and personnel. The Seasonal Decomposition of Time Series by Loess was used for time series analysis. Results The total number of consultations increased after the start of the pandemic and peaked around the beginning of 2022, before subsequently falling despite the increase in the number of COVID-19 infections. A similar trend was observed in patients aged 10–29 years. The study period coincided with social isolation and school/college/university closures. Conclusions The number of eating disorder consultations increased after the start of the pandemic. Although COVID-19 infections persisted, the pandemic’s impact was transient.

Purpose –This study aims to explore the missing learning phenomenon due to school closures during the COVID-19 pandemic in preschool settings from teachers’ perspectives in Selangor, Malaysia. Related studies have shown that missing learning phenomena from different settings leads to delayed literacy development and raises the risk of dropping out among children. There is a lack of in-depth documentation on the missing learning phenomenon among preschoolers exploring the socioecology of preschool settings in a local context. Methodology –This research employed a case study approach. In-depth interviews were conducted with six preschool teachers from Selangor, Malaysia, using an inductive approach for a holistic understanding of the missing learning phenomenon during the COVID-19 pandemic. The data were analyzed using Computer Assisted Qualitative Data Analysis Software (CAQDAS), NVivo version 12 software, which mapped the findings to understand further the ecosystem behind the preschoolers’ absence of learning during the COVID-19 pandemic. Findings – Three major themes were revealed from the data: the missing learning demographic, socioecological factors, and mitigation plans. Several sub-themes (the compensative learning solutions, the demographic of impacted people, the delayed progress, teachers’ readiness to facilitate online learning, engagement towards online learning, revised syllabus, personalized learning, and parental involvement) are classified under the respective major themes. Several main categories also emerged from the themes: lack of experiences and technology-pedagogical knowledge, unavailable online modules, low readiness to utilize online learning, unsupportive family climate, and accessibility. Learning intervention and online engagement with pupils during the pandemic are crucial in ensuring a successful continuous education. Significance – There is also a need for comprehensive remote instructional modules that consider socioecological actors – parents and home climate; in the future and the enhanced instructional technology competency among preschool teachers.

Worldwide school closures and remote learning have been implemented during the COVID-19 pandemic. These measures' impact on young populations' academic achievements is unclear. This study (N = 1,736, ages 14–20 years, 53% female, and Chinese) analyzed academic examination scores for students at a high school in Eastern China between January and July 2020. Results showed that overall, students' academic achievements appeared to be negatively affected amid a school closure. More importantly, students' self-control was introduced as a moderating factor that partially accounted for this difference in the context of remote learning at home. These findings extended our understanding of school closures' unequal impact on young populations. Education and social policies should respond to these challenges during times of crisis. [ABSTRACT FROM AUTHOR]

It's been more than two years and the world is still struggling with the COVID-19 pandemic, which has tested the health and education system of almost every country and has resulted in the worst crisis ever. Children and youths all over the world have suffered the most due to partial and or complete closure of schools and will remember this dramatic experience for the rest of their lives. The present review briefs some of the impacts of the COVID-19 pandemic on the education system and children and youths worldwide. The literature was searched from governmental, non-governmental agencies including UNICEF, UN, UNESCO, WHO, UNFPA, OECD, CARE, ITU, World Economic Forum, and many English peer-reviewed journals, using PubMed/MEDLINE, SCOPUS, Web of Science, Science Direct databases. Literature from the COVID-19 pandemic onset till May 2022 about the impact of school closure on children and adolescents was searched. Present review observed that COVID-19 pandemic-related school closure has resulted in the loss of education for many students worldwide. They have lost a safe environment, the support of peers and teachers, and a source of nutrition. Though COVID-19 has many negative impacts on education, it has also opened innovative ways of teaching that will help in developing a better and student-friendly curriculum. School closure has not only disrupted the education of children and adolescents, but has also pushed them into poverty, malnutrition, mental illness, child marriages, teenage pregnancies, and sexual, physical, and emotional violence, which needs urgent attention. [ABSTRACT FROM AUTHOR]

Students with disabilities generally experience educational inequities around the world. The coronavirus 2019 (COVID-19) pandemic likely exacerbated these inequities in access, resources, and support as schools shut down to mitigate the spread of the disease. Although some research has explored disparities between students with and without disabilities during the pandemic, limited research has explored this issue from the perspective of students across multiple countries. Therefore, we conducted a secondary analysis of the UNESCO Responses to Educational Disruption Survey student questionnaire administered to eighth graders in five countries to investigate changes in the educational experiences of students with disabilities during COVID-19 school disruptions and differences between these experiences and the experiences of students without disabilities during these disruptions. Specifically, we aimed to understand how students with disabilities' perceptions of their educational experiences changed during disruptions and varied from those of students without disabilities. Contrary to previous research, our findings revealed that students with disabilities generally reported positive experiences to a greater extent than students without disabilities. We discuss the implications of these findings and areas for future research beyond the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Background: The direct and indirect effects of the COVID‐19 pandemic on children and youth people are well documented. Little is known about children's experiences of the pandemic in their own words. We aimed to explore Turkish children's experiences and views about the pandemic, across private and public educational systems. Methods: Six focus group discussions were conducted online with 30 children aged between 7 to 18 years in 2021. Children were enrolled through snowball sampling technique according to developmental age groups. A thematic analysis was conducted. Results: We identified five themes: Compliance with public health measures about preventing the spread of COVID‐19, changes in daily routines, emotional responses to the pandemic, distance education, and adaptive responses. Overall, children were well informed and receptive to the public health preventive measures with the exception of older children's tendency to disregard physical distancing with friends. They reported frustration with those who did not comply with measures and believed that the authorities should strictly enforce public health requirements. Emotional responses comprised fear of family members and themselves being infected, anxiety produced by the uncertainty of the virus, and the loss of social support. There was a perceived disparity between students from public and private schools regarding academic self‐competence. Positive aspects of the pandemic included positive interactions with family members and the acquisition of new hobbies. Although most children acknowledged the support of their parents to deal with challenges, children of health workers were particularly isolated in terms of emotional support. Conclusion: Our findings offer additional insights and validate previous research on the negative and positive effects of COVID‐19 from the child's perspective across private and public educational systems. This study contributes to global advocacy efforts aimed at understanding the impact of the pandemic on children. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a national survey of over 3400 teachers across all phases of education in England, 10 weeks into school closure. In this paper we report on the teachers’ experiences and their testimonies of the effects of the lockdown on their wellbeing as they navigate the situation, trying to cope with teaching and adjusting to the use of new technology to deliver lessons in the confines of their home. We present their voices as they related their experiences and emotions in real time as the event unfolded. Teachers reported an increased workload with a proportionately large amount of time spent on administrative duties and planning, but less on actual teaching. On average, these teachers spent 15 h a week marking during the lockdown. Under half of the respondents said they felt happy and cheerful often, while only 17% said they did not feel this way often. Almost all teachers said they felt that what they were doing was important and worthwhile. The most common emotions expressed by teachers were fear, isolation, neglect, anxiety, and confusion. The inconsistency and lack of clarity of government guidelines added to teachers’ anxiety. The negative media portrayal of teachers did not help. The majority of teachers reported little previous experience in online teaching and only a quarter were confident in using edtech to deliver remote teaching. Only a third of teachers said they were adequately supported for online teaching. This has implications for future teacher development and initial teacher training. However, there were equally numerous positive experiences reported by teachers. Active support from parents and consistent school-home communication were seen as important in ensuring students’ continued engagement with learning. These lessons are beneficial in supporting the long-term sick and school refusers post-lockdown.

Background: The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of individuals developing eating disorders and has exacerbated existing eating disorders. This observational study investigated the impact of the COVID-19 pandemic on patients with clinical and subclinical eating disorders. Methods: This study was conducted over a period of four years: two years before and after the onset of the COVID-19 pandemic in Japan. We recorded the number and types of consultations provided by the Eating Disorder Treatment and Support Center coordinator. For subgroup analysis, data were classified by age, body mass index, and source of consultation, including patients, families, and personnel. The Seasonal Decomposition of Time Series by Loess was used for time series analysis. Results: The total number of consultations increased after the start of the pandemic and peaked around the beginning of 2022, before subsequently falling despite the increase in the number of COVID-19 infections. A similar trend was observed in patients aged 10–29 years. The study period coincided with social isolation and school/college/university closures. Conclusions: The number of eating disorder consultations increased after the start of the pandemic. Although COVID-19 infections persisted, the pandemic's impact was transient. [ABSTRACT FROM AUTHOR]